E-learning Readiness Research Articles

Investigating The Relationship Between Turkish Teacher Candidates’ Attitudes Towards E-Learning, E-Learning Readiness, Digital Literacy Levels and Academic Achievement in Distance Education Process

This study aims to examine the relationship between Turkish teacher candidates' attitudes towards e-learning, e-learning readiness, digital literacy, and their academic achievement in distance education process. The study was conducted using a survey model. The study group consists of 271 teacher candidates studying at the Department of Turkish Language Teaching in the 2021-2022 academic year. The study used e-learning readiness scale, attitude towards e-learning scale and digital literacy scale as data collection tools. As a result of the study, it was found that Turkish teacher candidates' attitudes towards e-learning and digital literacy levels were moderate, while their e-learning readiness were high. No significant relationship was found between Turkish teacher candidates' attitude towards e-learning and their academic achievement, and no significant relationship was found between attitude towards e-learning and digital literacy. There is a significant negative relationship between attitude towards e-learning and e-learning readiness. It was revealed that there is a significant positive relationship between digital literacy and academic achievement and between readiness and attitude towards e-learning. There is also a positive relationship between readiness for e-learning and digital literacy. Academic achievement of Turkish teacher candidates was significantly predicted by readiness for e-learning; however, academic achievement was not significantly predicted by attitude towards e-learning and e-learning readiness.

Pandemi Sürecinde Ortaokul Matematik Öğretmenlerinin Dijital Okuryazarlık Öz Yeterlikleri, E-öğrenmeye Hazırbulunuşlukları, Teknoloji Kabul Düzeyleri ve Uzaktan Eğitime Yönelik Tutumlarının İncelenmesi

In this study, digital literacy self-efficacy, e-learning readiness, technology acceptance levels, and attitudes towards distance education of secondary school mathematics teachers during the pandemic were examined. 108 secondary school mathematics teachers from Uşak province and its districts, affiliated with the Ministry of National Education, selected through a convenient sampling method participated in the study. The data collection tools included a personal information form, a "Digital Literacy Self-Efficacy Scale", the "E-learning Readiness Scale," the "Technology Acceptance Scale for Teachers", and the "Scale of Attitude towards Distance Education". Descriptive statistics for data analysis, t-test for correlational samples, single-factor analysis of variance, and multiple correlation analysis were used in the study. It was concluded in the study that secondary school mathematics teachers' digital literacy self-efficacy levels, e-learning readiness levels, and technology acceptance levels were high and their attitudes towards distance education were moderate. No significant difference was found between the scores of the teachers from the scales and the variables of gender, professional seniority, and education status related to distance education. A positive and high correlation was determined between secondary school mathematics teachers' digital literacy self-efficacy and their e-learning readiness, a moderate positive correlation between their technology acceptance levels, and a low negative correlation between their attitudes towards distance education. Furthermore, a moderate positive correlation was found between their e-learning readiness and technology acceptance, while a low positive correlation between their attitudes towards distance education

THE ROLE OF E-LEARNING READINESS ON SELF-REGULATION IN OPEN AND DISTANCE LEARNING

In recent years, the proliferation of online and distance education has dramatically changed the landscape of education. With the growing demand for flexible and accessible learning opportunities, learners are increasingly turning to online and distance education programs to pursue their academic, personal, and professional goals. However, this modality of learning also presents unique challenges for learners, particularly when it comes to e-learning readiness and self-regulated learning. To explore these factors within the context of the online distance learning environment, this study used a cross-sectional quantitative research method to examine the differences in self-regulated learning skills of open and distance learners in terms of e-learning readiness in the Open Education System of Anadolu University. For the purpose of the study, an online survey was used to collect data. The participants of the study comprised 466 online distance learners. Results indicated that learners with high e-learning readiness levels had higher self-regulated learning skills compared to those with low levels. It was also determined that self-regulated learning skills did not differ in terms of the gender of the learners while they differed in terms of the time the learners spent on the learning management system.

The Relationship between Satisfaction, Interaction, E-learning Readiness, and Academic Achievement in Online Learning

The Relationship between Satisfaction, Interaction, E-learning Readiness, and Academic Achievement in Online Learning

The students’ Readiness for E-Learning during Covid-19 in North Maluku

The objective of this study was to assess the E-learning readiness of the students in Maluku Utara. The present study used descriptive quantitative in design, aimed to examine the level of E-learning readiness among the students. From three bachelor subgroups, participants were selected using stratified random sampling. Students who had attended virtual classrooms for at least one semester during the Covid-19 Pandemic met the selection criteria. The results showed that during Covid-19 pandemic 59% of the students had ready for E-learning 34,2% neutral and 6,8% were not ready. Most of the participants had provided in internet access, devices used were available and the method used during online class were easy to adapt. The results also evidenced that the students supported two factors "Technological adaptation" and "Internet usage", so improving the technological facilities in this regard can enhance the students' readiness for E-learning. Many students around the world have adapted to online education as a result of the COVID-19 pandemic. Additionally, the majority of participants in this study were well-prepared for E-learning, as demonstrated by the study's findings. So, the university can implement virtual education. However, it is necessary to increase the students' motivation to learn by providing them with the required infrastructure and training courses to learn new skills and soft wares.

E-Learning Readiness in Higher Education Institutions in Nigeria during COVID-19 Pandemic

Purpose: The emergence of coronavirus disease 2019 (COVID-19) pandemic necessitated the closure of schools and higher institutions worldwide. Most schools resorted to online learning without considering its attendant effects. Most institutions in the developing countries that were stocked with traditional face-to-face learning method migrated to online learning unprepared. The study, therefore, evaluates lecturers’ readiness for e-learning in higher education institutions in Nigeria amid COVID-19 pandemic.
 Design/Methodology/Approach: To achieve this, a structured questionnaire was administered to 324 lecturers in selected federal, state, and private universities in Nigeria. The study adopts a quantitative research method. The quantitative data was analyzed using descriptive statistics.
 Findings: Findings reveal that Nigerian universities were not ready for e-learning prior to COVID-19 pandemic as the needed critical components to take-off e-learning were not available. Study indicates that resource utilization, resource availability, and e-learning facilitations are the critical factors that affected e-learning readiness in Nigeria universities amid COVID-19. Other challenges include internet unreliability, unavailability of e-learning pedagogy, and lack of prerequisite skills for the instructors and the learners.
 Research Limitations/Implications: A major limitation of the study is the failure to evaluate the challenges of e-learning readiness from the students’ perspective. This limitation creates opportunities for further research into the subject matter. Despite this limitation, the findings from the study have potential implications for university management stakeholders, education policy maker, and e-learning implementation in Nigeria HEIs.
 Originality/Value: Given the fact that e-learning is still a new method of teaching in HEIs in Nigeria, switching to this method of teaching unprepared poses a major challenge for both the learners and instructors. Therefore, it is crucial to evaluate facilitators and beneficiaries’ readiness to embark on this new method of learning.

The Mediating Role of Self-Directed learning and E-Learning Readiness in Relationship between ICT self-efficacy and Student Engagement

The present study was aimed to explore the role of ICT self-efficacy and self-directed learning in e-learning readiness and student engagement among middle and late adolescents. Convenient sampling was used to collect data from students in schools, colleges, and universities located in Islamabad and Rawalpindi. The total sample comprised of (N=300) students with both boys (n=144) and girls (n=156) in the age range of 15 to 21. This study used several scales to examine the relationship between ICT self-efficacy, self-directed learning with technology, e-learning readiness, and student engagement. The results showed that ICT- SE was positively correlated with self-directed learning, e-learning readiness and student engagement. The study found that self-directed learning and e-learning readiness played a mediating role in the relationship between ICT self-efficacy and student engagement. These findings could be useful for policymakers and educators to promote adolescents' engagement in e-learning environments.

Future preferred mode of learning of business undergraduates and its implications

e-Learning was abruptly adopted in many countries to mitigate the adverse consequences of the sudden closure of institutions of higher learning caused by the COVID-19 pandemic. Against this background, this study investigated how business undergraduates want to learn in the future and predictors of their future preferred mode of learning. 251 business undergraduates from a private university in Malaysia participated in an online survey conducted in July 2020, during the sudden closure of institutions of higher learning. Data collected were analysed using the multiple discriminant analysis to develop a characteristics profile of the three groups of business undergraduates (i.e., preferred fully conventional classroom learning, blended learning and fully e-learning) in terms of important predictors. Results revealed that the significant predictors of future preferred mode of learning of business undergraduates, in descending order, were disadvantages of e-learning, advantages of e-learning, self-regulated learning, learning outcomes, information and communications technology infrastructure and training, support and resources. This study concludes with some reflective thoughts about important lessons learned from this unprecedented pandemic pertaining to e-learning readiness to deal with future unexpected crises.

E-Learning Readiness Assessment Using Machine Learning Methods

Assessing e-learning readiness is crucial for educational institutions to identify areas in their e-learning systems needing improvement and to develop strategies to enhance students’ readiness. This paper presents an effective approach for assessing e-learning readiness by combining the ADKAR model and machine learning-based feature importance identification methods. The motivation behind using machine learning approaches lies in their ability to capture nonlinearity in data and flexibility as data-driven models. This study surveyed faculty members and students in the Economics faculty at Tlemcen University, Algeria, to gather data based on the ADKAR model’s five dimensions: awareness, desire, knowledge, ability, and reinforcement. Correlation analysis revealed a significant relationship between all dimensions. Specifically, the pairwise correlation coefficients between readiness and awareness, desire, knowledge, ability, and reinforcement are 0.5233, 0.5983, 0.6374, 0.6645, and 0.3693, respectively. Two machine learning algorithms, random forest (RF) and decision tree (DT), were used to identify the most important ADKAR factors influencing e-learning readiness. In the results, ability and knowledge were consistently identified as the most significant factors, with scores of ability (0.565, 0.514) and knowledge (0.170, 0.251) using RF and DT algorithms, respectively. Additionally, SHapley Additive exPlanations (SHAP) values were used to explore further the impact of each variable on the final prediction, highlighting ability as the most influential factor. These findings suggest that universities should focus on enhancing students’ abilities and providing them with the necessary knowledge to increase their readiness for e-learning. This study provides valuable insights into the factors influencing university students’ e-learning readiness.

An Investigation of E-Learning Readiness in Vocational High School During the Post Pandemic Covid-19: Case from North Sulawesi

The COVID-19 pandemic has changed the learning model in vocational high schools in Indonesia, which is usually face-to-face and has been turned into online learning. This learning uses e-learning with several models such as synchronous learning and asynchronous learning drastically without proper preparation. This creates problems in achieving learning outcomes because of many inhibiting factors. This research aims to investigate the readiness of e-learning implemented in vocational high schools during the post COVID-19 pandemic. The method used is the Aydin & Tasci ELR model for measuring the level of e-learning readiness. The results of this research investigation found that the e-learning readiness score was 4.15, which means that vocational high schools in Indonesia are ready to implement e-learning but still need a slight improvement in several factors. These factors are human resources, organization, technology, and infrastructure. This research concludes that vocational high schools in Indonesia are ready to implement e-learning as a supporter of learning in schools.

POST-PANDEMIC DIGITAL SELF-EFFICACY AND ONLINE LEARNING READINESS OF PRE-SERVICE TEACHERS

The study examined the digital self-efficacy and online learning readiness of pre-service teachers after the pandemic. Using a descriptive correlational research design, the results indicated that pre-service teachers have a high level of digital self-efficacy in several areas of technology integration, including digital usage, digital application, digital-infused learning, technology literacy, and digital-supported assessment. In addition, the results indicate that pre-service teachers are on the verge of being ready for online learning, though they still need to improve their time management and written communication skills. Age was found to be a significant factor in readiness for online learning, with those aged 25-34 demonstrating greater readiness than those aged 18-24 and 35-44. However, there was no significant difference when the participants were grouped by gender. These findings provide valuable insights into the digital self-efficacy and e-learning readiness of pre-service teachers, which can inform the development of strategies and interventions to improve their skills and, ultimately, enhance the quality of education in the post-pandemic world. Recommendations for digital education post-pandemic include providing training and resources for educators, supporting female teachers, incorporating online readiness training for pre-service teachers, tailoring programs to different age groups, and providing additional support for younger pre-service teachers to increase their digital self-efficacy.

Designing an E-learning Readiness Assessment Model for Iraqi Universities Employing Fuzzy Delphi Method.

The assessment process of readiness for adoption an educational system considers the lifeblood of the e-learning system in a particular educational organization and the ability to assess the organization's readiness among the main factors which contributes to the success and progress. The readiness models are instruments that assist educational organizations in measuring their capability level and identifying the gaps to develop a strategy for implementing and adopting e-learning system. Due to the sudden chaos that Iraqi educational institutions have been exposed to the Covid-19 epidemic since the beginning of 2020, the e-learning system has been adopted as a quick alternative educational system for the continuation of the educational process without taking into consideration the readiness of the basic components of the educational process, which comprises the readiness of the infrastructure, human and educational organization to adopt such systems. Despite increased attention by stakeholders and the government with the readiness assessment process recently, there is no comprehensive model for assessing e-learning readiness in Iraqi higher education institutions, the purpose of this study is to design a model of an e-learning readiness assessment for Iraqi universities based on the comparative studies and the experts' views. It is worth to mention that the proposed model has objectively designed according to particular features and local characteristics country. The fuzzy delphi method was utilized for the validation process of the proposed model. The main dimensions and all factors of the proposed model reached the experts' agreement except a number of measures that did not achieve the assessment requirements. The final analysis result indicates that the e-learning readiness assessment model includes 3 main dimensions and 13 factors with 86 measures. Iraqi higher educational institutions can employ the designed model to assess their readiness and identify the areas that need improvement and reduce the gaps failures in e-learning adoption.

The relationship between nursing students' readiness and attitudes for E-learning: The mediating role of self leadership: An online survey (comparative study).

To meet the learning demands of new generation students, higher education institutions should apply relevant breakthroughs in science, technology, and education to update their educational policies or teaching techniques. Aim To investigate the relationship between nursing students' readiness and attitudes toward e-learning, as well as the role of self‑leadership in mediating this relationship. This is a descriptive comparative research. A total of 410 students consented to participate after being recruited from two nursing colleges at Alexandria and Damanhur Universities in Egypt and completing self-administered, online surveys. The majority of the participants (83.3% and 76.9%, respectively) were female from Alexandria and Damanhur University, and their mean self‑leadership scores were 3.89.49 at Alexandria and 3.65.40 at Damanhur University. According to the SEM, self‑leadership accounted for 74% of the variance in students' attitudes and 87% of the variance in students' readiness for e-learning. Self‑leadership is an important predictor of students' attitudes and readiness for e-learning. The study's implications: Self‑leadership allows students to accept responsibility for themselves, and the idea that one can be accountable for guiding oneself through life is thrilling, especially in today's environment.

The Role of ICT Self-Efficacy as Moderator in Relationship between Self-Directed Learning, with E-Learning Readiness and Student Engagement

The COVID-19 pandemic forced institutions and organizations to adopt remote work policies, leading to numerous challenges for individuals, especially students. Thus, it is vital to examine the e-learning environment and the factors influencing the e-learning process to better comprehend and address the challenges students face in this context. Objectives: To explore the moderating role of ICT-SE in the relationship between SDL, ELR, and SE among adolescents. Methods: A convenience sampling technique was employed to select a sample of 300 school, college, and university students aged 15 to 21 years, including both boys and girls, from Rawalpindi and Islamabad. Reliable measures were used to collect data on the variables studied, including ICT self-efficacy, self-directed learning, e-learning readiness, and student engagement. Results: The study's findings revealed a positive correlation between self-directed learning, e-learning readiness, and student engagement. Additionally, e-learning readiness and student engagement exhibited a significant positive correlation. The study also discovered that ICT self-efficacy significantly moderated connection among self-directed learning and e-learning readiness, as well as between self-directed learning and student engagement. Conclusions: The study's findings suggest that promoting students' self-directed learning and e-learning readiness may result in improved engagement in e-learning environments. The study also emphasizes the significance of ICT self-efficacy in strengthening the relationship between SDL and SE. These results have implications for enhancing e-learning quality in Pakistani educational institutions by focusing on these factors.

The evaluation of e-learning readiness as a distance learning media of the first-semester biology students

Universitas Sulawesi Barat (Unsulbar) launched its primary Learning Management System (LMS) named E-learning of Universitas Sulawesi Barat or often called “E-learning Unsulbar” in 2020 (https://elearning.unsulbar.ac.id/). Implementing E-learning at Unsulbar is one of the university’s efforts to maximize distance learning, especially during the COVID-19 pandemic. A study was conducted to evaluate E-learning readiness to measure the readiness of new students of the Biology Education Study Program towards the E-learning implementation. It is a quantitative descriptive study using a survey method adapted from a questionnaire developed by Akaslan and Law. The respondents were 77 new students from the biology education class of 2020 in the odd semester of 2020-2021. The measurement adapts three main stages, i.e., readiness (technology, people, institutions, content), acceptance, and training. The result showed that the readiness of new students for E-learning Unsulbar for technology and training factors were 3.1 and 3.3, respectively. It was categorized as not ready, which means that there needed to be more readiness of students’ internet infrastructures and academics who need training in using E-learning Unsulbar. Meanwhile, the scores for the factor of people, institutions, content, and acceptance were 3.8, 4.2, 3.85, and 3.9, respectively, and categorized as ready to be implemented. This result is an evaluation material for the university in determining the right policy for implementing E-learning Unsulbar.

Readiness for E-learning among the Academics of Abadan University of Medical Sciences

Introduction: Understanding user e-readiness is important to any e-learning program's success. The aim of this study was to investigate the e-learning readiness of students, faculty members, and employees of Abadan University of Medical Sciences.
 Methods: This cross-sectional-analytical study was conducted on 187 academicians. The Academics' E-Readiness Questionnaire (ARQ) was used to evaluate e-learning readiness.
 Results: The results of the Kruskal-Wallis test showed that there is a statistically significant difference in the mean rank of computer skills between students (82.5 ± 5.2), faculty members (140.1 ± 4.2), and employees (142.1 ± 3.9). So that the mean rank of faculty members and employees was significantly higher than that of students (P ≤ 0.001), the results of the Bivariate analysis showed that among the students, the number of workshops and seminars held on the topic of e-learning has a significant positive association with the mean rank of computer skills (P ≤ 0.001, r=0.343). Moreover, a Positive significant association between knowledge and attitude towards electronic education (r=0.172, P ≤ 0.001) was observed among the students. Besides, a significant negative association was found between work experience and attitude towards e-learning among faculty members (r=0.39, P=0.04).
 Conclusion: The expansion of e-learning can be achieved through increasing the attention to educational needs, existing Platforms, required infrastructures and facilities, knowledge and attitude of employees, faculty members, and students, and the reduction of the existing resistance to change among the experienced faculty members.

Examination of the correlation between e-learning readiness and achievement goal orientation of college students

Students’ readiness for e-learning is necessary in order to make the e-learning process more effective. Readiness for e-learning refers to the degree of having pre-knowledge and skills, and affective characteristics such as the necessary attitude and motivation to experience this process most effectively. Academic orientations of the students also contribute to their perception of the quality of the learning process in online learning environments. Furthermore, e-learning creates a learner-centered learning approach that might be contrived to personal goal orientations. Hence this study aims to identify the relationship between achievement goal orientations and the e-learning readiness level of the students. Data were collected from 457 university students enrolled in a public university in Turkey. The University Students’ E-learning readiness Scale and 2X2 achievement goal orientation scale were used as the data collection tools. A canonical correlation analysis (CCA) was performed to analyze the data. This study revealed that there is a statistically significant relationship between e-learning readiness and achievement goal orientations of the students. Three of the four canonical correlations were statistically significant which indicates that variables' linear combinations were related.

E-READINESS SEBAGAI MODEL EVALUASI E-LEARNING DALAM MENCAPAI E-LEARNING MATURITY

In the implementation of an e-learning system, there are many obstacles faced by an organization because there is no careful planning in making an e-learning system. Therefore, it is necessary to analyze the level of organizational readiness in implementing e-learning (readiness of e-learning). The BPS Education and Training Center's e-Readiness level is in condition 3, which describes the readiness that needs a lot of improvement. By knowing the e-learning readiness index of an organization, it is hoped that it can be the basis for preparing and improving the e-learning system so that a system with a good level of maturity is expected. Results Based on research at the BPS Education and Training Center, there is a gap in the level of development of e-learning development. The strategy is expected to be obtained through activities contained in the eMM framework and has been confirmed directly by experts.

A Model of E-learning readiness of universities in the face of Corvid 19 disease (Case: University of Tehran)

The present study aimed at designing a model for E-learning readiness of the University of Tehran in the face of Covid 19 disease. This study is applied and has been done by phenomenological method and answering an Open Answer Questionnaire from 603 faculty members among 36 faculties of the University of Tehran by sending e-mails and also by voice and video calls. Its validity was assessed by the participants through three measures and through review. A model consisting of 8 sub-elements with inductive content analysis and open coding and main categorization was introduced; Development of teaching-learning processes, time management, enrichment of educational content, continuity of education, establishment of educational justice, promotion of social responsibility of the university, continuation and development of e-learning and teaching, improving classroom supervision and evaluation. In other words, the development of e-learning as a new approach in higher education requires the creation of four socio-cultural readiness, pedagogical readiness, organizational readiness and technological readiness in conjunction with the revised Bloom model; The combination of these elements in the current situation of universities can be considered as a strategy for learning that is necessary for the continuous improvement of e-learning during the outbreak of Covid 19 pandemic. Therefore, the suggestions of this research can be applied to universities.

The use of E-learning Willingness among the Students of University – a case study of District Multan

The procedure of e-learning consisted of combination of both humans and computers. Electronic learning strategies are used to enhance learning environment. These strategies make teaching learning environment better for an educational institution. The aim of the present study was to identify the university students’ readiness for e-learning. The target population of the study was the public sector university students at Multan district. Probability random sampling technique was used. By applying stratified random sampling technique 200 university students were selected from four public sector universities of Multan District. A questionnaire was developed after ensuring the validity and reliability of the instrument. The key findings of this study showed that over all students were partially satisfied with the resources provided by the universities for e learning. A moderate readiness for e-learning was showed by the students. Based on the findings it is recommended that the university student’s readiness for e-learning must be encouraged by the university authorities.